Pre-service teachers’ use of tools to systematically analyze teaching and learning

References

• Ainley, J., & Luntley, M. (2007). Towards an articulation of expert classroom practice. Teaching and Teacher Education, 23, 1127–1138.
   Web of Science ®Google Scholar
• Alsawaie, O. N., & Alghazo, I. M. (2009). The effect of video-based approach on prospective teachers’ ability to analyze mathematics teaching. Journal of Mathematics Teacher Education, 13, 233–241.
   Google Scholar
• Ball, D. L. (2005). With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics. In T. Hatch, D. Ahmed, A. Lieberman, D. Faigenbaum, M. E. White, & D. H. Pointer Mace (Eds.), Going public with our teaching: An anthology of practice (pp. 95–132). New York, NY: Teachers College Press.
   Google Scholar
• Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59, 389–407.
   Web of Science ®Google Scholar
• Barnhart, T., & van Es, E. A. (2012, April). Watch and learn: Developing pre-service math and science teachers’ ability to attend, analyze, and respond to student thinking. In K. Zeichner (Chair), Tools and routines for preparing STEM teachers. Structured Poster Session presentation at the Annual Meeting of the American Educational Research Association Conference, Vancouver, Canada.
   Google Scholar
• Berliner, D. C. (2001). Learning about and learning from expert teachers. International Journal of Educational Research, 35, 463–482.
   Google Scholar
• Berrill, D. P., & Addison, E. (2010). Repertoires of practice: Re-framing teaching portfolios. Teaching and Teacher Education, 26, 1178–1185.
   Web of Science ®Google Scholar
• Blythe, T. (1997). The teaching for understanding guide. San Francisco, CA: Jossey Bass.
   Google Scholar
• Brouwer, N., Besselink, E., & Muller, G. (2011, June). Self-viewing with structured viewing guides. First results of an intervention study. Paper presented at the International Symposium Research on the Use of Video in the Professional Development of Mathematics and Science Teachers, Lausanne, Switzerland.
   Google Scholar
• Carnegie Foundation for the Advancement of Teaching. (2008). Gallery of teaching and learning [Online video archive]. Retrieved from http://gallery.carnegiefoundation.org/
   Google Scholar
• Cole, M. (1999). Cultural psychology: Some general principles and a concrete example. In Y. Engestrom, R. Miettinen, & R. L. Punamaki (Eds.), Perspectives on activity theory: Learning in doing: Social, cognitive, and computational perspectives (pp. 87–106). New York, NY: Cambridge University Press.
   Google Scholar
• Cole, M., & Engestrom, Y. (1993). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions (pp. 1–46). New York, NY: Cambridge University Press.
   Google Scholar
• Copeland, W. D., Birmingham, C., DeMeulle, L., D’Emidio-Caston, M., & Natal, D. (1994). Making meaning in classrooms: An investigation of cognitive processes in aspiring teachers, experienced teachers, and their peers. American Educational Research Journal, 31, 166–196.
   Web of Science ®Google Scholar
• Darling-Hammond, L., Banks, J., Zumwalt, K., Gomez, L., Sherin, M. G., Griesdorn, J., & Finn, L. E. (2005). Educational goals and purposes: Developing a curricular vision for teaching. In L. Darling-Hammond, & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 169–200). San Francisco, CA: Jossey Bass.
   Google Scholar
• Davis, E. A. (2006). Characterizing productive reflection among pre-service elementary teachers: Seeing what matters. Teaching and Teacher Education, 22, 281–301.
   Web of Science ®Google Scholar
• Eilam, B., & Poyas, Y. (2009). Learning to teach: Enhancing pre-service teachers’ awareness of the complexity of teaching–learning processes. Teachers and Teaching: Theory and Practice, 15, 87–107.
   Web of Science ®Google Scholar
• Empson, S. B., & Jacobs,V. J. (2008). Learning to listen to children’s mathematics. In T. Wood (Series Ed.) & P. Sullivan (Vol. Ed.), International handbook of mathematics teacher education, vol.1: Knowledge and beliefs in mathematics teaching and teaching development (pp. 257–281). Rotterdam: Sense.
   Google Scholar
• Ethell, R. G., & McMeniman, M. M. (2000). Unlocking the knowledge in action of an expert practitioner. Journal of Teacher Education, 51, 87–101.
   Web of Science ®Google Scholar
• Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teacher’s College Record, 103, 1013–1055.
   Web of Science ®Google Scholar
• Fox, R. K., White, C. S., & Kidd, J. K. (2011). Program portfolios: Documenting teachers’ growth in reflection-based inquiry. Teachers and Teaching: Theory and Practice, 17, 149–167.
   Web of Science ®Google Scholar
• Grossman, P., Smagorinsky, P., & Valencia, S. (1999). Appropriating conceptual and pedagogical tools for teaching English: A conceptual framework for studying professional development (CELA Report No. 12011). Albany, NY: National Research Center on English Learning & Achievement.
   Google Scholar
• Grossman, P., Valencia, S., Evans, K., Thompson, C., Martin, S., & Place, N. (2000). Transitions into teaching: Learning to teach writing in teacher education and beyond. Journal of Literacy Research, 32, 631–662.
   Web of Science ®Google Scholar
• Hammer, D., & van Zee, E. (2006). Seeing the science in children’s thinking. Portsmouth, NH: Heinemann.
   Google Scholar
• Hiebert, J., Morris, A. K., Berk, D., & Jansen, A. (2007). Preparing teachers to learn from teaching. Journal of Teacher Education, 58, 47–61.
   Web of Science ®Google Scholar
• Hufferd-Ackles, K., Fuson, K. C., & Sherin, M. G. (2004). Describing levels and components of a math-talk learning community. Journal for Research in Mathematics Education, 35, 81–116.
   Web of Science ®Google Scholar
• Jansen, A., Bartell, T., & Berk, D. (2009). The role of learning goals in building a knowledge base for elementary mathematics teacher education. Elementary School Journal, 109, 525–536.
   Web of Science ®Google Scholar
• Joram, E., & Gabriele, A. (1998). Preservice teacher’s prior beliefs: Transforming obstacles into opportunities. Teaching and Teacher Education, 14, 175–191.
   Web of Science ®Google Scholar
• Kagan, D. M., & Tippins, D. J. (1991). How teachers’ classroom cases express their pedagogical beliefs. Journal of Teacher Education, 42, 281–291.
   Web of Science ®Google Scholar
• Kersting, N., Givvin, K. B., Sotelo, F. L., & Stigler, J. W. (2010). Teachers’ analyses of classroom video predict student learning of mathematics: Further explorations of a novel measure of teacher knowledge. Journal of Teacher Education, 61, 172–181.
   Web of Science ®Google Scholar
• Krajcik, J., McNeill, K. L., & Reiser, B. (2008). Learning-goals-driven design model: Curriculum materials that align with national standards and incorporate project-based pedagogy. Science Education, 92(1), 1–32.
   Web of Science ®Google Scholar
• Lemke, J. (2002). Discursive technologies and the social organization of meaning. Folia Linguistica, 35, 79–96.
   Web of Science ®Google Scholar
• Levin, D. M., Hammer, D., & Coffey, J. E. (2009). Novice teachers’ attention to student thinking. Journal of Teacher Education, 60, 142–154.
   Web of Science ®Google Scholar
• Levine, T. H. (2010). Tools for the study and design of collaborative teacher learning: The affordances of different conceptions of teacher community and activity theory. Teacher Education Quarterly, 37, 109–130.
   Google Scholar
• Loughran, J., & Corrigan, D. (1995). Teaching portfolios: A strategy for developing learning and teaching in preservice education. Teaching and Teacher Education, 11, 565–577.
   Web of Science ®Google Scholar
• Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Mansvelder-Longayroux, D. D., Beijaard, D., & Verloop, N. (2007). The portfolio as a tool for stimulating reflection by student teachers. Teaching and Teacher Education, 23, 47–62.
   Web of Science ®Google Scholar
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Morris, A. K. (2006). Assessing pre-service teachers’ skills for analyzing teaching. Journal of Mathematics Teacher Education, 9, 471–505.
   Google Scholar
• Morris, A. K., Hiebert, J., & Spitzer, S. M. (2009). Mathematical knowledge for teaching in planning and evaluating instruction: What can pre-service teachers learn? Journal for Research in Mathematics Education, 40, 491–529.
   Web of Science ®Google Scholar
• National Center for Restructuring Education, Schools, and Teaching. (2008). Images of practice [Online video archive]. Retrieved from http://www.tc.edu/ncrest/images.htm
   Google Scholar
• O’Sullivan, M. C. (2002). Action research and the transfer of reflective approaches to in-service education and training (INSET) for unqualified and underqualified primary teachers in Namibia. Teaching and Teacher Education, 18, 523–539.
   Web of Science ®Google Scholar
• Pea, R. (1993). Practices of distributed intelligences and designs for education. In G. Salomon (Ed.), Distributed cognitions (pp. 47–87). New York, NY: Cambridge University Press.
   Google Scholar
• Pecheone, R. L., & Chung, R. R. (2006). Evidence in teacher education: The performance assessment of California teachers. Journal of Teacher Education, 57, 22–36.
   Web of Science ®Google Scholar
• Rodgers, C. R. (2002). Seeing student learning: Teacher change and the role of reflection. Harvard Educational Review, 72, 230–253.
   Web of Science ®Google Scholar
• Sabers, D. S., Cushing, K. S., & Berliner, D. C. (1991). Differences among teachers in a task characterized by simultaneity, multidimensionality, and immediacy. American Educational Research Journal, 28, 63–88.
   Web of Science ®Google Scholar
• Santagata, R., & Angelici, G. (2010). Studying the impact of the lesson analysis framework on pre-service teachers’ abilities to reflect on videos of classroom teaching. Journal of Teacher Education, 61, 339–349.
   Web of Science ®Google Scholar
• Santagata, R., & Guarino, J. (2011). Using video to teach future teachers to learn from teaching. ZDM The International Journal of Mathematics Education, 43, 133–145.
   Google Scholar
• Santagata, R., & van Es, E. A. (2010). Disciplined analysis of mathematics teaching as a routine of practice. In J. Luebeck & J. W. Lott (Eds.), Association for Mathematics Teacher Education Monograph Series Volume 7 (pp. 109–123). San Diego, CA: Association for Mathematics Teacher Educators.
   Google Scholar
• Santagata, R., Zannoni, C., & Stigler, J. W. (2007). The role of lesson analysis in pre-service teacher education: An empirical investigation of teacher learning from a virtual video-based field experience. Journal of Mathematics Teacher Education, 10, 123–140.
   Google Scholar
• Seidel, T., Rimmele, R., & Prenzel, M. (2005). Clarity and coherence of lesson goals as a scaffold for student learning. Learning and Instruction, 15, 539–556.
   Web of Science ®Google Scholar
• Seidel, T., Stürmer, K., Blomberg, G., Kobarg, M., & Schwindt, K. (2011). Teacher learning from analysis of videotaped classroom situations: Does it make a difference whether teachers observe their own teaching or that of others. Teaching and Teacher Education, 27, 259–267.
   Web of Science ®Google Scholar
• Sherin, M. G., Linsenmeier, K., & van Es, E. A. (2009). Selecting video clips for teacher learning about student thinking. Journal of Teacher Education, 60, 213–230.
   Web of Science ®Google Scholar
• Smith, K., & Tillema, H. (2003). Clarifying different types of portfolio use. Assessment & Evaluation in Higher Education, 28, 625–648.
   Google Scholar
• Spitzer, S. M., Phelps, C. M., Beyers, J. E., Johnson, D. Y., & Sieminski, E. M. (2011). Developing prospective elementary teachers’ abilities to identify evidence of student mathematical achievement. Journal of Mathematics Teacher Education, 11, 67–87.
   Google Scholar
• Star, J. R., & Strickland, S. K. (2008). Learning to observe: Using video to improve pre-service mathematics teachers’ ability to notice. Journal of Mathematics Teacher Education, 11, 107–125.
   Google Scholar
• Stevenson, H. W., & Stigler, J. W. (1992). The learning gap: Why our schools are failing and what we can learn from Japanese and Chinese education. New York, NY: Simon & Schuster Paperbacks.
   Google Scholar
• Strauss, A., & Corbin, J. (1998). Basics of qualitative research techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Stürmer, K., Könings, K. D., & Seidel, T. (2013). Declarative knowledge and professional vision in teacher education: Effect of courses in teaching and learning. British Journal of Educational Psychology, 83, 467–483.
   PubMed Web of Science ®Google Scholar
• Tang, S. Y. F. (2010). Teachers’ professional knowledge construction in assessment for learning. Teachers and Teaching: Theory and Practice, 16, 665–678.
   Web of Science ®Google Scholar
• Towers, J. (2010). Learning to teach mathematics through inquiry: A focus on the relationship between describing and enacting inquiry-oriented teaching. Journal of Mathematics Teacher Education, 13, 243–263.
   Google Scholar
• van Es, E. A. (2012, April). The impact of learning to notice mathematics teaching and learning on secondary pre-service teachers’ classroom practice. In N. Brouwer (Chair), Translating thought into action. How digital video use benefits teachers. Symposium presentation at the Annual Meeting of the American Educational Research Association Conference, Vancouver, Canada.
   Google Scholar
• van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10, 571–596.
   Google Scholar
• van Zee, E., & Minstrell, J. (1997). Using questioning to guide student thinking. Journal of the Learning Sciences, 6, 227–269.
   Web of Science ®Google Scholar
• Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
   Google Scholar
• Zeichner, K., & Wray, S. (2001). The teaching portfolio in US teacher education programs: What we know and what we need to know. Teaching and Teacher Education, 17, 613–621.
   Web of Science ®Google Scholar
• Zhang, M., Lundeberg, M., Koehler, M. J., & Eberhardt, J. (2010). Understanding affordances and challenges of three types of video for teacher professional development. Teaching and Teacher Education, 27, 454–462.
   Web of Science ®Google Scholar